PROF ED

• Philippine Qualifications Framework (PQF)


  National standards and levels for outcomes in education adopted by the Philippines
• The PQF is provided by law (RA 10968, s. 2018)
• Purpose of PQF

  • Adopts national standards and levels for outcomes of education in the country
  • Assists individuals to move easily between different education and training sectors and the labor market
  • Aligns the international qualifications for full recognition of the value of Philippine qualifications
  • Used as basis for accrediting certificates and licenses recognized by the government
• PQF Levels


  • L8- Doctoral and post doctoral/ Law
  • L7- Masters
  • L6- Baccalaureate
  • L5 - Diploma
  • L4- NC 4
  • L3- NC 3
  • L2- NC 2
  • L1 - NC 1
• Education Levels in PQF

  • Basic Education
  • Technical Education and Skills Development
  • Higher Education
• PQF Level 6


  Baccalaureate/College Graduate
• PQF Level 6 Outcomes

  • Possess a broad level of coherent knowledge and skills in their field of study for professional work (teaching) and lifelong learning
  • Application of professional work (teaching) in a broad range of discipline and/or further study
  • Independent (as a teacher) and/or in terms of related field
• National Competency-Based Teacher Standards (NCBTS)


  Framework of teacher quality institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009
• The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines
• Philippine Professional Standards for Teachers (PPST)


  Created as an equivalent supportive focus on teacher quality for the K to 12 reform
• PPST Domains


  • Domain 1- Content, Knowledge and Pedagogy
  • Domain 2-Learning Environment
  • Domain 3-Diversity of Learners
  • Domain 4, Curriculum and Planning
  • Domain 5 -Assessment and Reporting
  • Domain 6- Community Linkages and Professional Engagement
  • Domain 7- Personal Growth and Professional Development
• Strands in Domain 1 (Content Knowledge and Pedagogy)


  • Content knowledge and its application within and across curriculum areas
  • Research-based knowledge and principles of teaching and learning
  • Positive use of ICT
  • Strategies for promoting literacy and numeracy
  • Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
  • Mother Tongue, Filipino and English in teaching and learning
  • Classroom communication strategies
• Components of a face-to-face learning environment

  • Physical Environment
  • Psychological Environment
  • Social Environment
• Strands in Domain 3 (Diversity of Learners)


  • Learners' gender, needs, strengths, interests and experiences
  • Learners' linguistic, cultural, socio-economic and religious backgrounds
  • Learners with disabilities, giftedness and talents
  • Learners in difficult circumstances
  • Learners from indigenous groups
• Strands in Domain 4 (Curriculum and Planning)


  • Planning and management of teaching and learning process
  • Learning outcomes aligned with learning competencies
  • Relevance and responsiveness of learning programs
  • Professional collaboration to enrich teaching practice
  • Teaching and learning resources including ICT
• Strands in Domain 5 (Assessment and Reporting)


  • Design, selection, organization and utilization of assessment strategies
  • Monitoring and evaluation of learner progress and achievement
  • Feedback to improve learning
  • Communication of learner needs, progress and achievement to key stakeholders
  • Use of assessment data to enhance teaching and learning practices and programs
• Strands in Domain 6 (Community Linkages and Professional Engagement)


  • Establishment of learning environments that are responsive to community contexts
  • Engagement of parents and the wider school community in the educative process
  • Professional ethics
  • School policies and procedures
• Strands in Domain 7 (Personal Growth and Professional Development)


  • Philosophy of teaching
  • Dignity of teaching as a profession
  • Professional links with colleagues
  • Professional reflection and learning to improve practice
  • Professional development goals
• Career Stages of a Teacher

  • Beginning Teachers
  • Proficient Teachers
  • Highly Proficient Teachers
  • Distinguished Teachers
• Beginning Teachers


  • Have gained the qualifications recognized for entry into the teaching profession
  • Have a strong understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy
  • Possess the requisite knowledge, skills and values that support the teaching and learning process
  • Manage learning programs and have strategies that promote learning based on the learning needs of their students
  • Seek advice from experienced colleagues to consolidate their teaching practice
• Proficient Teachers


  • Are professionally independent in the application of skills vital to the teaching and learning process
  • Provide focused teaching programs that meet curriculum and assessment requirements
  • Display skills in planning, implementing, and managing learning programs
  • Actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement
  • Are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers
• Highly Proficient Teachers


  • Consistently display a high level of performance in their teaching practice
  • Manifest an in-depth and sophisticated understanding of the teaching and learning process
  • Have high education-focused situation cognition, are more adept in problem solving and optimize opportunities gained from experience
  • Work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice
  • Continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students
• Distinguished Teachers


  • Embody the highest standard for teaching grounded in global best practices
  • Exhibit exceptional capacity to improve their own teaching practice and that of others
  • Recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships
  • Create lifelong impact in the lives of colleagues, students and others
  • Consistently seek professional advancement and relevance in pursuit of teaching quality and excellence
  • Exhibit commitment to inspire the education community and stakeholders for the improvement of education provision in the Philippines
• Differentiated instruction involves providing students with different avenues to acquiring content, processing ideas, and creating products based on their needs.
• Direct instruction is a teacher-centered approach where the instructor provides information in a lecture or demonstration style.
• Constructivism suggests that learners actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.
• Social Learning Theory proposes that social interactions play a significant role in shaping behavior and learning.
• Constructivism suggests that individuals construct their own understanding through active engagement with information and experiences.
• Content refers to what is taught or learned.
• Indirect instruction is when the student discovers the answer through exploration, experimentation, observation, or questioning.
• Inquiry-based instruction is when the student asks questions about a phenomenon and then investigates it using scientific methods.
• Project-based instruction is when the student applies what he has learned to solve real-world problems.
• Inquiry-based learning encourages students to ask questions about the world around them and explore answers through investigation and experimentation.
• Critical thinking refers to the ability to analyze, evaluate, and make informed decisions about complex issues.
• Project-based learning allows students to work together over an extended period of time to investigate real-world problems and create solutions.
• Behavioral theory emphasizes observable behaviors and rewards/punishments as drivers of learning.
• Collaborative learning emphasizes group interaction and cooperation among students to achieve common goals.
• Cognitive theory focuses on mental processes involved in learning and problem solving.
• Metacognitive strategies involve self-reflection and monitoring one's own thought processes during learning.
• Learning styles refer to individual differences in how people prefer to acquire new skills or knowledge.